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BY 



EDWARD GARSTIN SMITH 



HOW TO READ 

BY 

EDWARD GARSTIN SMITH 

PUBLISHER 
ALSO VENDOR OF SELECTED BOOKS 



Reading Should Be for the Purpose 

of 
Improving the Understanding 



Price 35 Cents 



Copyright 1919 by 

EDWARD GARSTIN SMITH 

20 W. Jackson Boulevard 

CHICAGO, ILLINOIS 
Telephone, Wabash 7509 






My literature will not enable you to 

make more money, 
But it will help you to 

become a better citizen 



lUN 1 1921 



PREFACE 

It is the purpose of this little book to give to 
the reader, in a short space and brief manner, 
important suggestions as to how to read. To 
comprehend these suggestions inevitably in- 
volves some understanding of the human mind. 

I intend to present the public, in the near 
future, a book on "The Mind." It will state 
the whole subject in its general scope and essen- 
tial features. 

However, to know how to read requires an 
understanding of some of the functions and 
faculties of the mind. To that extent I shall 
go into the subject in this book. 

On Christmas day in the year 496 Bishop 
Reme of Rheims, in baptizing King Clovis said : 
"Sicambrian, adore what thou hast burned 
and burn what thou hast adored. ' ' 

Likewise the modern American, in order to 
learn "how to read," must unlearn much that 
he has been taught or to which he has become 
habituated. First of all he must learn: 

1. To give proper attention. 

2. To develop his reflective faculties. 

My suggestion to American Christians is to 
adapt to themselves Reme's advice to Clovis. • 



6 Edward Garstin Smith's 

The best evidence of understanding is the 
ability to impart it to others. 

Often the dunce has a reputation for wisdom. 
He is called profound — because you can not 
understand him. 

Only too often, in our educational institu- 
tions, the teachers are mere dunces making 
more dunces. For ages, in Christendom, the 
Sunday sermon put people to sleep, even be- 
fore the Sunday dinner. Preachers got a 
good living. Dunces paid the tax. Thus, the 
preacher grew proud of his stupidity; and the 
people, in anger, defended their own ignorance. 
— and the mind stagnated. On a certain occa- 
sion in an old Scotch kirk the preacher beheld 
his whole congregation asleep. In loud and 
angry tones he called on the sexton to throw 
red pepper into the eyes of the congregation. 
One shrewd old Scot arose and said: "Your 
Reverence better put the red pepper into your 
sermon.' ' 

Today, the preachers to "get by" have in- 
augurated a new fashion — they play vaudeville. 
We have gone from Cotton Mather to "Billy 
Sunday. Which is worse? On the other hand, 
the writer or speaker who explains his under- 
standing clearly is yet called — superficial. 



How to Read 



Our schools are not strict, but too restricted. 
Metaphorically speaking, I would blow off the 
roof, tear down the walls and remove the false 
foundation. Then harmonize with nature. Our 
schools give " marks" — time registers. But 
they fail in the essence of education, which is 
to develop the faculties — train the mind. "The 
test of the pudding is in the eating. ' ' The test 
of a country's educational system is in the 
product of its schools. We are quick, inaccu- 
rate and inefficient. Accuracy is the first step 
toward honesty. "Get there, Eli," is our sole 
idea. 

It is true we have great wealth and wonder- 
ful conveniences of life. But, is this due to our 
own present efficiency? I think not. It is due 
to the thought, enthusiasm, and perseverence 
of men of former generations. Their systems 
and fruits we are now enjoying. 

Let us examine ourselves. 

How about Grammar? 

We butcher the English language while we 
suppress the German and ignore the Latin and 
the French, the sources of our own language. 
We sneer at those who have education and not 
much money. We are proud of our ignorance. 

We have brains, but not intellect. 



8 Edward Garstin Smith's 

We have the raw product, but not the culti- 
vated mind. Our possessions are merely mone- 
tary. 

What do we know about Geography? 

Do we know enough to even interrogate our- 
selves on that subject? 

You say with pride, "I am a christian." • 

What do you know about the bible! 

You say you believe the bible.' 

The fact is you know little in it. Further- 
more, you do not have to know to believe. 

Why, then, do you say you are a christian? 

Because you have not the courage to go 
against "the powers that be." You are indif- 
ferent about your mental process. What do 
you care about facts, accuracy and truth. 

All you want is to get something — material. 

You are- interested in the belly, not the spirit. 
Hence, your cowardice and moral indifference 
gradually permeates all your conduct. 

Is this the spirit of free men? 

What do you know about: 

The Immortal Declaration of Independence? 

That wise instrument, "The Constitution?" 

That inspiration, The History of America? 

You know the names, but not the subject 
matter. Yet you are very quick to jerk your 
hat off to "The Stars and Stripes." Why? 



How to Read 9 



Do not read to kill time 

But 
To improve with time. 



10 Edward Garstin Smith's 

AUTOMOBILE LESS. 

Auto-mobilize your intellectual powers. 

I can show you how to improve your mind. 

But you must do the work. 

I can direct you. 

But you must travel the road. 

The slow traveler "takes in the scenery." 

The speeder merely "rushes by." 

The first has had time for strong impressions. 

The second has received but slight impres- 
sions. 

The use of a well trained mind is easy; but its 
training was not easy. 

PLEASURES 

The intellectual delights are even greater 
than the mere physical pleasures. 
I have enjoyed both. Have you? 

PROPER EDUCATION EMBRACES 

1. Proper development. 

2. Proper knowledge. 

3. Proper use. 



How to Read 



11 



Genius without work is a joke. 



12 Edivard Garstin Smith's 

HOW TO LEARN 

Follow nature's natural course. 

Observe the infant's instinctive ways of 
learning. They are better than ours. 

The baby says ma before it can learn to say 
mama, pa before papa, the monosyllable before 
the polysyllable. I knew a child that before it 
could learn to say Grandmother said, for a long 
time, "Gar." 

From the dawn of intelligence the mind 
reaches out to take in. All the senses are in 
action. It sees persons and objects, it tastes 
milk, it hears sounds, smells, and feels warmth. 
Then, within, it strives to understand; and the 
improved mind reaches out for more. 

Curiosity leads to investigation. 

That which is within seeks v its kindred with- 
out. What we have already absorbed is a 
magnet drawing to us more of the same. 

The alphabet leads to the formation of words, 
words to the construction of sentences, sen- 
tences to grammar and grammar finally to 
perfect speech. 

So, in learning, let us be natural : that means, 
specifically, to be gradual, patient and perse- 
vering — accurate first and quick afterwards. 



How to Read 13 



A proper beginning is of the utmost impor- 
tance. The simple comes before the complex. 
Finally, when your maturity enables you to 
comprehend the complex, always bear in mind 
the simple, because the solution of the complex 
is simple. If you understand you should be 
able to explain; otherwise you are deficient. 

In learning let us go step by step — it cannot 
be done by leaps and bounds. The human un- 
derstanding cannot grasp all at once. 

Just as the sapling in time expands into the 
tree, so the human mind needs time for growth, 
nurture and development. 

Let us take in knowledge by absorption; 
nourish and cherish it. It will then fructify. 
Acquire knowledge with pleasure and for good 
uses; and not as an ornament for ostentation: 
Rather encourage children to learn than force 
them by mere teaching. Induce them to become 
their own strict task masters. 

Catechisms hermetically seal the mind. 

Reflection affiliates with the universe. 

In nature you will find a magician. Ignore 
her and you will plunge into a wilderness. 

There is no wilderness like man's jungle. 

If you follow nature, study, work and duty 
will become pleasures. 



14 Edivard Garstin Smith's 

HOW TO READ 

1. What to Read. 

2. Why to Read. 

3. How to Read. 
1. 
Read that which will do you good. 
The substance of reading, like eating, should 
be wholesome. 
Above all, read history. 

It will increase your knowledge, enlarge your 
views and improve your understanding. 

2. 
Reading should be to improve your under- 
standing. 

Good reading will tend to make you ! 

1. A better man. 

2. A better citizen. 

3. 
Read understandingly. Use your faculties of 
memory and reflection. Reading should be 
selected, masticated, digested, retained and 
ejected. 

READ OPEN MINDEDLY 

Do not read merely to confirm your beliefs 
and opinions. Read to ascertain facts from 
which to educe truth. 



How to Read 15 

HOW TO MEMORIZE 

Pay attention, first, last and all the time. 

Concentration is the intense, proper applica- 
tion of attention — chiselling into the mind. 

For the reception of thought: 

Proper attention is necessary. 
The retention of thought depends on : 

1. The quality of attention at reception. 

2. The continued sound condition of mind. 

3. The review of intellectual possessions. 

"What you have learned and forgotten is no 
longer a part of your intellectual wealth. 

To fix in mind, it is necessary to consider : 

1. Nomenclature. 

2. Geography. 

3. Chronology. 
This must be done 

1. Arbitrarily. 

2. By association. 

1. Similarity. 2. Contrast. 3. Contiguity. 

The use of memorized thought comes natur- 
ally with the active, developed mind. 



16 Edward Garstin Smith's 

AN ILLUSTRATION 

The battle of Hastings was fought in Octo- 
ber 1066. To a Beginner, 
this is an arbitrary act of memorizing. 

But, to one advanced in knowledge, 
this event forms a basis for association. 

Thus: 

Bear in mind: 

1. A battle. 

2. The month of October. 

3. The year of the century, (66). 

1. SlMILAKITY. 

This method enables you to remember : 
The surrender of Burgoyne in October, 1777. 
The surrender of Cornwallis in October, 1781. 
The discovery of America in October, 1492. 

1066 
The birth of King John of England in 1166. 
The birth of King Richard II " " 1366. 
The birth of King Henry IV " " 1366. 
The surrender of Prussia to Poland in 1466. 
The birth of King James I of England in 1566. 
The Great London Fire in 1666. 

The Repeal of the Stamp Act in 1766. 

The Battle of Sadowa in 1866. 



How to Read 17 



2. Conteast. 

1483 birth of Martin Luther. 1546 death. Age 63 
1483 birth of Thomas Parr. 1635 death. Age 152 

Martin Luther destroyed the Bastile of the- 
ocratic oppression, after one thousand years 
of intolerant domination. He gave man the 
right to think. He broke the fetters of con- 
science. Martin Luther was a famous man. 

So was Thomas Parr. Why? 

Because he lived 152 years. For this a monu- 
ment in his honor was erected in Westminster. 

OLD PARR 

Yet, in fame, Luther stands above par. 

Here we can see similarity and contrast. 

Similarity in year of birth and contrast in 
attainments. 

Thomas Parr's life lasted 100 years longer 
than that of William Shakespeare. 

Shakespeare is the sun of English literature, 
around which revolve all the brilliant intellec- 
tual stars of Britain, drawn by this powerful 
magnet. However, in America, Charley Chap- 
lin has superseded Shakespeare. 

Old Parr's 152 years remind me of all that 
he did not do. 



18 Edward Garstin Smith's 



Analogy prompts suggestion and suggestion 
leads to analysis. They are interrelated. For 
instance, the 52 in the 152 years of "Old 
Parr's" life suggests to me the year of the 
death of another old man. In 1852 died David 
Kennison, at the age of 115 years. 

Kennison, it is said, was one of the members 
of the celebrated "Boston Tea Party" in 1773. 
He fought the "red coats" in the Revolution. 
At an age when other men retire with venerable 
dignity to respectable graves, Kennison, heed- 
ing the call of youth to "go west, young man," 
emigrated to Chicago, and died in the same 
year as Daniel Webster and Henry Clay. Ken- 
nison lies buried in Lincoln Park, Chicago. 

Analogy prompts a further suggestion. In 
the year that Kennison was born there was also 
born another man who lived to a ripe old age, 
Charles Carroll of Carrollton, who died in 1832 
at the age of 95 years. 

In the same year died General Thomas Sum- 
ter at the age of 98 years — 100 years after the 
birth of George Washington. 

Again, the name of George Washington, at 
this juncture, reminds me that I saw the por- 
trait painting of Thomas Sumter on the wall 
at Mount Vernon, Virginia. 



How to Read 19 



3. Contiguity. 
"Actual contact, continuity." 

1476-1564—90 Michael Angelo 

1564-1642—78 Galileo 

1642-1727—85 Isaac Newton 

1727-1820—93 Wm. Ellery 



1630-1685—55 Charles I, England 

1685-1745 — 55 Charles VI, Germany 



1800-1859—59 Thomas B. Macanley 

1800-1859—59 John Brown 

1644-1718—74 Wm. Penn 

1744-1818 — 74 Abigail Adams 

1694-1778—84 Marie Aruet Voltaire 

1794-1878—84 Wm. Cullen Bryant 

1767-1848—81 John Qnincy Adams 

1767-1845 — 78 Andrew Jackson 

1822-1885—63 Ulysses S. Grant 

1822-1893—71 Eutherford B. Hayes 



20 Edward Garstin Smith's 

THE PHILOSOPHY OF HISTORY 

The philosophy of history consists in tracing 
the cause and effect of human action, consider- 
ing" time, place, manner and circumstances. One 
might say that to understand it requires a 
knowledge of human chemistry. Various hu- 
man qualities, mental traits and physical ingre- 
dients, with climatic and material elements, 
combine to produce the ever changing, yet simi- 
lar, narratives called history. Oak trees sea- 
sonably sprout, grow and shed leaves. They 
come and go; so do men. They are not the 
same leaves nor the same men — but similar. 
There are no two leaves alike in all the forests 
of the world. Yet there are distinct species, 
with minor varieties in the species. There are 
no two men alike in all the world, yet men 
classify distinctly in attributes. 

We are similar and dissimilar. 

The chemist knows the effect of the combina- 
tion or use of certain chemicals. He under- 
stands the effect of heat, light and motion. 

Likewise, the well informed, thinking man, 
called the historian and philosopher, under- 
stands the chemical effect of the combination 
and activity of certain human qualities. 



How to Head 21 



Concisely speaking, the philosophy of history 
consists in understanding the essential lessons 
to be educed from yesterday. 

Every man's yesterday is his history. 

Wisdom is the dividend of experience. 

The man who fails to learn the lessons from 
the experience of yesterday, or who forgets it, 
invites disaster. Likewise with a nation. Ex- 
perience is the lamp of the future. In its light 
you can look ahead. Extinguish it, then you 
will be in the dark. 

You cannot acquire the philosophy of history 
unless you acquire the data of history. You 
may get it second hand, on faith. This is dan : 
gerous, because you make yourself subject to 
imposition. 

You cannot get the data without work. 

To educe the philosophy also requires work. 

This work is brain work. 

It requires a good memory, reason, and ana- 
lytical powers, with a desire for truth. 

An Example 

"Blackhawk" said the day would come when 
the white man's courts of justice and prisons 
would be powerless to protect society from the 
criminality "the white man's civilization" de- 
veloped. 



22 Edward Garistin Smith's 

The American business man whose mind 
manifests any evidence of the retention of some 
infantile tendencies is fortunate; because such 
use as most of them have made of their brains 
has damaged their minds. 

They should go to the repair shop. 

They need intellectual rearrangement, as 
well as moral readjustment. 

They remind me of bacon. They need to ' ' fry 
out" fat conceit. 

They are proud of their ignorance. 

Until the American money-maker realizes his 
own utter intellectual insignificance, his case is 
hopeless, as far as reformation is concerned. 
There are conditions "brewing" that may soon 
cause him ' ' a rude awakening. ' ? 

The business man should cultivate 

Right Reading. 

It will make him a better business man. 

The American business man imagines that 
he is a good business mam But he is not. 

In the first place, during the day, his em- 
ployes run his business. Then, when he goes 
home his wife continues the same imposition. 

I can see his finish. He will be regulated. 



How to Read 23 



SOME RANDOM SUGGESTIONS 

You should- select your books as you should 
select your friends, with care and for merit. 

Books, like men, vary in quality. 

Two books may be, like two friends, widely 
different, yet very desirable. 

You should appreciate your friends and ust 
your books properly. 

Do not read a good book once and drop it. 
Pick it up again and keep up your acquaintance. 
Each perusal produces a better understanding. 

Some books should be to you mere acquaint- 
ances, others intimate friends, and certain ones 
absolute necessities. 

You should have an unabridged dictionary. 

An encyclopedia is also a necessity. 

If you went to school and later in life lost 
your text books, that is a misfortune. 

You surely have forgotten their contents. 

That you need to go over your old text books 
again is quite apparent. 

I want to suggest to the American business 
man to buy and study "text books" — simple 
ones, such as are necessary for infantile intel- 
lects — spellers, readers, grammars, arithmetics, 
geographies and histories. 



24 Edward Garstin Smith* s 

I read Blackstone 's Commentaries four times. 

I shall read it again. 

The first time I understood very little. But 
I realized the necessity to read English history. 
This I did. Then I read Blackstone again. 

Next, I began to study English history. 

Then I began to study Blackstone. 

Presently I began to understand Blackstone 
and English history. 

"Blackstone is one of the greatest books ever 
produced by man. It is a chart of our English 
law, showing the sources, trend and destiny. 
Blackstone died in 1780. Our American Con- 
stitution was produced in 1787. At that time 
" Blackstone 's Commentaries ' ' had been in 
print 22 years. At that time the United States 
population was about 3,000,000. Today it is 
about 100,000,000. I am inclined to think that 
at that time, there were in the United States 
ten times more Blackstone students than now. 

Thirty years ago every good lawyer read 
Blackstone once a year. Now, it is obsolete. 

But our law's administration shows it. 

We have substituted the dicebox for reason. 

I asked a young lawyer if he had read "Black- 
stone". He said, "Why, no. But I often go 
to The Blackstone for dinner." 



How to Bead 25 



BOOKS, INSIDE AND OUTSIDE 

Inside and outside, books are like men. Some 
make a good appearance — and nothing more. 
Others, you must get into to appreciate. 

Shakespeare said: 

"The apparel oft proclaims the man." 

That is a good advertising sentiment for the 
haberdasher and tailor. But, the apparel is 
often merely a masquerade — camouflage. The 
apparel simply covers the substance, good or 
bad. Yet, the best should not seek the worst 
apparel and discredit itself. 

The inferior man who is well dressed is wise. 
The wise man who is slovenly is foolish. Like- 
wise, a good book should be uniformly good 
inside and outside, from cover to cover. It 
should be printed on good paper, sufficiently 
large, clear type; nicely trimmed, strongly 
bound, with a clean, good appearing cover. The 
thoughts and spirit of a book are transmitted 
to your mind through physical functions. 
Hence, the "make up" should be considered. 
Never read in a bad light or moving convey- 
ance that jars the body. 

Never read small type. Never abuse your 
eyes. Use your eyes — never strain them. 



26 Edward Garstin Smith's 

"If anybody would make me the greatest 
king that ever lived, with palaces and gardens 
and fine dinners and wine, and coaches and 
beautiful clothes, and hundreds of servants, on 
condition that I would not read books, I would 
not be a king. I would rather be a poor man in 
a garret with plenty of books than a king who 
did not love reading." 

— Thomas Bobbing ton Macaidey. 



How to Read 27 



"Many of my friends are very poor mathe- 
maticians, but very good book-keepers." 

— Walter Scott. 



TO THE READER 

If you like this book, if it has enlightened 
you, do not borrow it, do not lend it — be honest 
and do not steal it. 

The publisher needs the money and the public 
is in need of an extensive reading of this book. 
Turn to the title page for the publisher's ad- 
dress and the price ; and send for it. Also, take 
notice that it is copyrighted. When you repeat 
the valuable thoughts clothed in the language 
of another, give the author credit, by quotation. 
Do not emulate Billy Sunday, who stole an 
entire lecture from Robert G. Ingersoll and 
uttered it as his own. You too, may "get by." 
But it is corrupting. Honesty is an inconveni- 
ence, if you are out of the habit. 

The Constitution gives Congress the power: 
"To promote the progress of science and useful 
arts, by securing, for limited times, to authors 
and inventors the exclusive rights to their 
respective writings and discoveries. 



? ? 



28 Edward Garstin Smith's 



"Colleges are places where they polish brick- 
bats and dim diamonds.' ' 

— Robert G. Ingersoll. 

Why is civilization "a will o ? the whisp"? 
Why is civilization a mirage toward which 
mankind means to travel, but never reaches? 
It sees it but gets it not. 

Because mankind is maleducated and does 
not know the way. 

We "seek the answer in the sky" and wallow 
in the mire. We have the seed of civilization in 
our soul ; but it will not sprout in a desert. 

Our schools are turning out annual streams of 
graduates who do not know how to learn, read, 
think or conduct themselves properly. 

Cowper said : 

"Though Nature weigh our talents and dispense 
To every man his modicum of sense, 
And conversation in its better part 
May be esteemed a gift and not an art, 
Yet much depends, as in the tiller's toil, 
On culture, and the sowing of the soil." 

We have plenty of money, business-men, sol- 
diers, churches, jails and asylums, but we need 
living Pestalozzis — "School Masters." 



v 



Mow to Read 29 

THE VILLAGE SCHOOL MASTER 

"There in his noisy mansion, skill 'd to rule, 
The village master taught his little school. 
A man severe he was, and stern to view ; 
I knew him well, and every truant knew ; 
Well had the boding tremblers learned to trace 
The day's disaster in his morning face; 
Full well they laughed with counterfeit glee, 
At all his jokes, for many a joke had he; 
Full well the busy whisper, circling 'round, 
Convey 'd the dismal tidings when he frowned. 
Yet he was kind, or, if severe in aught, 
The love he bore to learning was in fault. 
The village all declared how much he knew, 
'Twas certain he could write and cipher, too ; 
Lands he could measure, terms and tides pre- 
sage, 
And e'en the story ran — that he could gauge; 
In arguing, too, the parson own'd his skill, 
For e'en though vanquish 'd, he could argue still ; 
While words of learned length and thund'ring 

sound, 
Amazed the gazing rustics ranged around; 
And still they gazed, and still the wonder grew 
That one small head could carry all he knew, 
But past is all his fame. " 
—Oliver Goldsmith, in The Deserted Village. 



EDWARD GARSTIN SMITH 

PUBLISHER 

20 W. JACKSON BOULEVARD, CHICAGO 
ALSO 

VENDOR OF SELECTED BOOKS 

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The man 
who will not buy a second hand book 
should not 
marry a widow. 



EDWARD GARSTIN SMITH'S BOOKS 

20 W. Jackson Boulevard 

Chicago 

Tel. Wabash 7509 

Life and Reminiscences of Robt. G. Inger- 
soll, cloth . $2.50 

The Real Roosevelt, cloth 1.50 

Conservative Government, ready for the 
press, cloth 4.00 

Conservative Government, Special edi- 
tion 150.00 

« 

Prohibition is Wrong, paper 15 

" Billy Sunday,'' paper 25 

How to Read, paper 35 

Constitutionalist, a publication paper 2.50 



CONSOLIDATED MEBCANTILE 
COMPANY. 

Pigtown, Iowa. 
Mr. John Henry, 

Dealer in Second-hand Books, 
Porkopolis, 111. 
Dear Sir: 

My father died lately. He willed to me his 
library. They say they are good old fashioned 
books. There ain't an up-to-date book in the 
lot. They was written by Old Eubes like 
Shakeyspier, Scot, McAuley, Goldschmidt, 
Burns, Tackerie, Irwin, Amerson, Wolstair, 
Longfeller, Mickey Aurilyuse, Hommer, Soc- 
rats, Harristutle, Sissero, &c. 

I hain 't got no time to make a list. It is too 
durned long. 

Dad was a little soft in the head about books. 
He read 'em lots, but they 'se all neat and clean 
— "apple pie order,' 5 ' "Grandma" would say. 
There's over 3,000. I know he said they cost 
him over $5,000.00. Give me $200.00 and you 
can have the outfit, and retail them to suckers 
at a big profit. 

I want to buy gasoline. I'm a practical mail 
and this book stuff don't get yer nothin'. 
Yours Truly, 

JOHN SPOT CASH. 



LIBRARY OF CONGRESS £ 



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